Teach new concepts by connecting the prior knowledge of the students
Students must learn how to work in a group prior to the implementation.
Graphics of each Model
Cooperative Learning Model
Schema Theory
Essay- my "wikiarticle"
Cooperative Learning Model vs. Schema Theory For the purpose of this research our desire was to find a model of learning best suited for that of reading and reading comprehension. Our existing views of how the mind works supported our decision to choose two models/theories that focused on connecting what one already knows to what one desires to learn. We also wanted to choose models that are student-centered due to our already student-centered mind-set.
The first model we chose was the Schema theory of learning. The idea of this model is that all of the knowledge is contained within an elaborate network of cognitive structures that create one understanding of the world. The guiding principles of the schema theory are: one must be taught general knowledge and generic concepts, teachers must help students build this general knowledge, also known as schemata, and make connections between different ideas, teachers need to help build students preexisting knowledge or remind them of what their preexisting knowledge is, ones schema grows as new learning takes place, once one has a preexisting idea of a concept, tension occurs when new learning contradicts what has already been learned, it is the teachers role to understand and be sympathetic to this tension, along with this idea is the realization that deep-seated schemata are incredibly hard if not impossible to change, most would prefer to live with inconsistencies rather than change their values or beliefs.
The second model that we chose is the cooperative learning model. The premise of this model is that students work in groups consisting of different levels of ability to achieve understanding of a subject. Each member of the group is responsible for not only their learning but also the learning of the whole group. Students are required to work through the assignment until every member of the group successfully understands and completes it. The guiding elements of the cooperative teaching model are: Positive Interdependence; each group members efforts are required, because each member has a unique contribution to make to the joint effort of the group. Similar to the schema theory, this model utilizes each group member schemata. Face-to-Face interaction; as a member of the group, all are required to orally explain their thinking, teach what they know to others, constantly monitor for understanding and discuss and connect concepts learned with the group. Individual and Group Accountability; each member is vital to the success of the group, no one member is considered smarter than another, each member is held accountable for the groups knowledge and their own, there is no free-riding. Interpersonal and Small-Group Skill; social skills must be taught, including leadership, decision-making, trust, communication, conflict management. Group Processing; the group reflects on their success and achievements, areas of improvement, individual member actions and how well the group words together.
The major difference between the two models is the idea of self versus that of the group. The schema model is most associated with an individual learning idea. One is constantly building on one’s preexisting schemata. Though the idea of schema can be applied to a group setting, each member supplies the group with their own schema, unique to themselves, the schema theory focuses mainly on the individual. In … the cooperative learning model is focused on the success of the group and each member within the group. Ones schema contributes to the success of the group, and one’s schema can be further deepened from the contributions of other group members.
Graphics of each Model
Cooperative Learning Model vs. Schema Theory
For the purpose of this research our desire was to find a model of learning best suited for that of reading and reading comprehension. Our existing views of how the mind works supported our decision to choose two models/theories that focused on connecting what one already knows to what one desires to learn. We also wanted to choose models that are student-centered due to our already student-centered mind-set.
The first model we chose was the Schema theory of learning. The idea of this model is that all of the knowledge is contained within an elaborate network of cognitive structures that create one understanding of the world. The guiding principles of the schema theory are: one must be taught general knowledge and generic concepts, teachers must help students build this general knowledge, also known as schemata, and make connections between different ideas, teachers need to help build students preexisting knowledge or remind them of what their preexisting knowledge is, ones schema grows as new learning takes place, once one has a preexisting idea of a concept, tension occurs when new learning contradicts what has already been learned, it is the teachers role to understand and be sympathetic to this tension, along with this idea is the realization that deep-seated schemata are incredibly hard if not impossible to change, most would prefer to live with inconsistencies rather than change their values or beliefs.
The second model that we chose is the cooperative learning model. The premise of this model is that students work in groups consisting of different levels of ability to achieve understanding of a subject. Each member of the group is responsible for not only their learning but also the learning of the whole group. Students are required to work through the assignment until every member of the group successfully understands and completes it. The guiding elements of the cooperative teaching model are: Positive Interdependence; each group members efforts are required, because each member has a unique contribution to make to the joint effort of the group. Similar to the schema theory, this model utilizes each group member schemata. Face-to-Face interaction; as a member of the group, all are required to orally explain their thinking, teach what they know to others, constantly monitor for understanding and discuss and connect concepts learned with the group. Individual and Group Accountability; each member is vital to the success of the group, no one member is considered smarter than another, each member is held accountable for the groups knowledge and their own, there is no free-riding. Interpersonal and Small-Group Skill; social skills must be taught, including leadership, decision-making, trust, communication, conflict management. Group Processing; the group reflects on their success and achievements, areas of improvement, individual member actions and how well the group words together.
The major difference between the two models is the idea of self versus that of the group. The schema model is most associated with an individual learning idea. One is constantly building on one’s preexisting schemata. Though the idea of schema can be applied to a group setting, each member supplies the group with their own schema, unique to themselves, the schema theory focuses mainly on the individual. In … the cooperative learning model is focused on the success of the group and each member within the group. Ones schema contributes to the success of the group, and one’s schema can be further deepened from the contributions of other group members.